genres Roco Rivera Cid Pontificia Universidad Catlica de

genres Rocío Rivera Cid Pontificia Universidad Católica de Valparaíso Welcome To Our Web. Quest!

Introduction Process • Let’s find out what we are going to talk about! • These are the steps you will follow to accomplish the objective of the Web. Quest. Resources • These are some resources you will use to work throughout the Web. Quest. Evaluation • Here you will find the rubrics for the evaluation of your product. Conclusion • In this section you will make a conclusion about your work.

Introductio n Dear student, This is the first Web. Quest you will participate in during the semester. I hope you enjoy it and learn as much as you can from it. Throughout this workshop, you will learn not only about concepts and procedures within the field of telecommunications, but also about how to read and interpret texts understanding their structure according to their communicative purposes. As an introduction, I would like to invite you to read a welcome message I wrote for you. Please go to http: //rocioisabel. wordpress. com and read the message written on this Blog. This internet tool (Blog) will be part of our evaluation instrument for this Web. Quest and the next one you will work with. At this point, I know that you may not be familiar with the concept of Web. Quest. The following section will be a short review of what a Web. Quest consists of.

Introductio n What’s a Web. Quest? A Web. Quest is an on-line set of activities which are developed by students in order to achieve an objective. During these activities, students work in groups using the internet technology and promoting cooperative work. Do you want to know more about Web. Quests? Click here http: //webquest. org/. This Website gives you all the information you need to know about how Web. Quests work.

Task You will scan and read the disciplinary text and work with its content. You will search for information on the net to gather more information about concepts presented in the disciplinary text. You will learn how to search for information understanding the rhetorical structure of the disciplinary text: Moves and Steps.

Process Step 1: work with a partner • Go to http: //rocioisabel. wordpress. com/ and read the right column of the Blog. You will find a section named “Disciplinary text”. Click on Disciplinary text and open the file it contains. • Take a look at the cover page of the document. What do you think the text is about? • Scan the document and try to get a general idea of what you will have to study in more detail later. • Now that you have scanned the text, read it carefully. Divide the work with your partner. Each of you will read half of the document. While reading, write down words you don’t understand make a list of words you think you have heard before.

Process Step 2: work with a partner • Now that you already know which concepts are important for you to understand within the field of radio communications, you will go a step further and search the net to clarify some concepts. • In order to do this, you will have to create a Word document and make a list of concepts you think you did not perfectly understand. Work in pairs and do the list together. • Go to www. google. com and type the concept you are looking for. Then, write a definition of the concept in your own words in your Word document. After you finish, save a copy and email it to rocioriveracid@gmail. com. This is part of your collaborative contribution to build a glossary that will later be available at http: //rocioisabel. wordpress. com/ • In case you need to find more information, go to the RESOURCES section of this Web. Quest and click on the links. These are some useful Websites where you can find information.

Process Step 3: work with three other classmates • Now that you have contributed to the understanding of general and specific information from the text you read, you will work with the disciplinary text as a genre that can be constructed following certain rhetorical moves and steps. • The third and last step consists of understanding what rhetorical macro moves, and steps are and how they are realized in the disciplinary text you just read. Let’s begin! Go to the next slide/section of this Web. Quest and you will find a short definition on rhetorical moves and steps. Read them and take a look at the chart below. Then, follow the instructions written on the next page.

Process Genres Rhetorical Structure: The disciplinary text First, it is important to know that the rhetorical structure of a particular text depends on the communicative purpose that the text has. In this sense, a Macro Move corresponds to the communicative purpose of a section of the text, a Move corresponds to a unit within the Macro Move which has a communicative purpose on its own, and Steps correspond to those units that have a communicative purpose and are part of the different moves of the text. Macro Moves, and Steps form the rhetorical structure of the text and they account for the communicative purpose of it. Take a look at the following table. It explains what the communicative Macro purpose of the Didactic Guide, Operational Manual, and Disciplinary text are: COMMUNICATIVE MACRO PURPOSE Instruct Didactic Guide Regularize Persuade Operation Manual Disciplinary Text

Process The Following table corresponds to Macro Moves, Moves and Steps of the disciplinary text you just read. Study this table and then follow the instructions below. Macro move 1. Preamble (PREA): Introduce the work, presenting information that facilitates and guides its understanding Moves and steps 1. 1 Schematic statement of the content (SSC) Description Present the content of the work and the way in which it is organized. Structure Thematic index / Content Set the work, justifying its creation and presenting the author’s perspective regarding thematic. Prelude / Preface acknowledgements Translators’ notes Define the work focus and describe its organization. Work introduction Step 1. 1. 1 Schematically present the work content 1. 2 Contextualization (CONT) Step 1. 2. 1 Introduce thematic area 1. 3 Presentation (PRES) Step 1. 3. 1 Present the work organization Macro move 2. Theoretical approach (TA): Develop the problem Moves and steps 2. 1 Theoretical problem establishment (TPE) Step 2. 1. 1 Description Identify the relevance problem emphasizing Structure its Introductory chapter Describe the problematic and its relevance: presentation of the concepts and their corresponding definitions; presentation of relevant physic and mathematic formulas.

Process • Create a Word document and answer the following general questions (Save a copy of the document and email it to rocioriveracid@gmail. com) Step 4: work with three other classmates • What do you understand by “purpose”? • What is a Macro Purpose? What is a Macro Move? • What is the Macro Purpose of the Disciplinary Text? • How many Moves does the Disciplinary Text have? • How many Steps do each move have? • Which part of the text is related to the first move called Schematic statement of the content? • Which part of the text is usually associated with the second Macro Move of the Disciplinary Text? • What would you say is the Macro Purpose of the Disciplinary text? • Work with your classmates and design a Mind Map describing the rhetorical structure of the Disciplinary Text. Consider both Macro

Process Macro Move 1. 1 Step 1 Macro Move 2. 1 Step 2 Move 2. 2 Step 1 Step 2 Move 2. 3 Step 1 Step 2

resources DISCIPLINARY TEXT http: //en. wikipedia. org/wiki/Signal_%28 electronics%29 http: //www. kpsec. freeuk. com/acdc. htm http: //en. wikipedia. org/wiki/Digital_signal http: //www. samson. de/pdf_en/l 150 en. pdf http: //en. wikipedia. org/wiki/Wave_%28 physics%29 http: //en. wikipedia. org/wiki/Amplitude http: //demonstrations. wolfram. com/Period. And. Frequency/ http: //artsites. ucsc. edu/EMS/Music/tech_background/TE 01/sound. WPF. html http: //en. wikipedia. org/wiki/Frequency_allocation http: //en. wikipedia. org/wiki/Audio_frequency http: //www. dplay. com/tutorial/freqpaint. html http: //www. webopedia. com/TERM/A/audio_frequency. html

Evaluation The evaluation process you will go through consists of two parts: *The first one will be assessed using the rubric below: your two Word Documents will be evaluated using this rubric. *The second evaluation consists of a second genre that will be now presented to you: the Didactic guide. This genre also has a rhetorical structure and is formed by a Macro Move, a Move and a Step. You will have to take a look at the rhetorical structure and then answer the questions contained in the Didactic Guide. Excellent Work Good Work Poor Work Document 1 The students make a list of at least 10 concepts and define them citing the internet source where the definitions were taken from. Students use their own words to define the concepts. Students have few or no grammatical errors. The students make a list of 5 to 9 concepts and define them without citing the internet information source. Students use their own words to define concepts. Students have grammatical error but they do not affect understanding of the concepts’ definitions. The students make a list of less than five concepts and define them without citing information sources. Students copy the definitions from internet, only changing a few words. Students have grammatical mistakes that affect understanding of the definitions. Document 2 The students answer the questions in an accurate way. Spelling is correct and they have few or no grammatical errors. Students answer the questions but some of the answers are not correct. Spelling is correct and they have few or no grammatical errors. Students answer the questions but most of them are incorrect. Students have spelling mistakes and grammatical errors which affect understanding of the answers.

Evaluation The Didactic Guide The didactic Guide also has a distinctive rhetorical structure. Now you are going to answer some questions taken from a Didactic Guide that has been prepared for you. Please go to http: //rocioisabel. wordpress. com/ and take a look at the right column of the Website. Click where it says Disciplinary Guide and download the file. Then Answer the questions you will read in this genre. After you finish answering the questions, add one more page and prepare Mind Map of what you think is the rhetorical structure of this genre. When you finish, save a copy of the Word document and email it to rocioriveracid@gmail. com. CLUE: The Didactic Guide consists of only one Micro Move, one Move, and one Step. Word Document: Didactic Guide Excellent Work Good Work Poor Work The students work through the Didactic Guide. The answers are correct and their sentences contain little or no spelling and grammatical errors. Students are able to describe the rhetorical structure of the Didactic Guide. The students work through the Didactic Guide. Some of the answers are not correct and some spelling mistakes are found. Students have difficulties stating the purpose of the genre and describing its rhetorical structure. The students work through the Didactic Guide. Most of the answers are incorrect and they present many grammatical errors which affect the understanding of answers. Students are not able to state the purpose of the genre and its rhetorical structure.

Conclusion CONGRATULATIONS! You have finally come to the end of this first Web. Quest of our Workshop. So far we have work not only with the content of the Disciplinary Text but also with the rhetorical structure which gives shape to this genre. These are some of the things that you have learned so far: Content: -The Radio Communication system and its definition -Electrical signals and their characteristics -Digital signals and their characteristics -Parameters of the alternating Sinusoidal Signal -Measure Units -Radio Frequency Bands -Frequency Bands Assignation -Audio frequency Signals -Band Width Rhetorical Structure of Genres -The rhetorical structure of the Disciplinary Text -The rhetorical structure of the Didactic Guide